This essential textbook provides a comprehensive overview of the psychological factors that influence student learning and achievement. It addresses the fundamental questions of why and how some students outperform others by examining research and theory on key constructs. These include intelligence, personality, motivation and emotions, with a focus on their definitions, measurement and crucial roles in education.
Key Features:
Defines key psychological factors that play an important role in student achievement Evaluates how these psychological factors influence student learning Investigates factors that can influence the development of these psychological factors, including genetics and experience Demonstrates how enhancing students thoughts and feelings can influence their academic performance Presents clear summaries of key points and stimulating questions to encourage understanding, as well as supplementary material to support further study
Psychology in Education is highly relevant to students of educational psychology with an interest in individual differences in educational contexts. It is particularly relevant for students studying individual differences modules on Psychology of Education programmes. It is also a useful resource for teachers and educational practitioners seeking to understand the psychological dynamics at play in the classroom, enabling them to design lessons that engage and motivate students.
Arvustused
An essential resource for understanding the psychological foundations of learning. This comprehensive text masterfully synthesizes theory, research, and practice across key individual difference constructs, providing educators and researchers with evidence-based insights to support all learners in achieving their potential. -- Michael Wigelsworth, University of Manchester, UK Psychology in Education: Individual Differences and Learning is an innovative synthesis of contemporary psychological and educational science with clear relevance for applied research and practice. The authors, all leading scientists in this field, deliver a practitioner-relevant text that integrates rigorous construct definition and measurement with links to learning outcomes and prevention and intervention practices, all supported by applied learning checks and case materials. This volume will be highly relevant and useful for teacher education, educational psychology, and school psychology in efforts to improve learning outcomes for all students. -- Nathaniel P. von der Embse, University of South Florida, USA
Contents
List of tables vii
Foreword viii
Dr Andrew Holliman
List of abbreviations x
PART I AN INTRODUCTION TO THE STUDY OF INDIVIDUAL
DIFFERENCES AND LEARNING
1 An introduction to Psychology in Education: Individual Differences and
Learning 2
Wendy Symes and Laura J. Nicholson
2 Intelligence 14
Wendy Symes and David W. Putwain
3 Personality 32
Fabian T. C. Schmidt
PART II STUDENTS BELIEFS ABOUT ABILITY
4 Mindset 54
Yvonne Skipper
5 Academic self-concept and academic self-efficacy 72
Wendy Symes and Laura J. Nicholson
6 Academic buoyancy 91
David W. Putwain and Wendy Symes
PART III MOTIVATION
7 Achievement goals 108
Stephanie Lichtenfeld and David W. Putwain
8 Intrinsic and extrinsic motivation 131
Laura J. Nicholson and Wendy Symes
PART IV EMOTION
9 Achievement emotions 153
Stephanie Lichtenfeld and Laura J. Nicholson
10 Test anxiety 172
David W. Putwain and Laura J. Nicholson
PART V WHY DO SOME STUDENTS LEARN AND ACHIEVE MORE THAN OTHERS?
11 Individual differences and learning: a synthesis of key findings,
implications for practice and directions for future research 194
Wendy Symes and David W. Putwain
List of references 206
Wendy Symes, Institute for Psychology in Education, University of Muenster, Germany, David W. Putwain, Professor of Education and Early Childhood Studies, School of Education, Liverpool John Moores University, Laura J. Nicholson, School of Education, Liverpool John Moores University, UK and Stephanie Lichtenfeld, Professor of Developmental Psychology in Educational Contexts, Institute for Psychology in Education, University of Muenster, Germany
With Fabian Schmidt, Institute for Education, University of Hildesheim, Germany and Yvonne Skipper, School of Education, University of Glasgow, UK
